Lesson 1: Convection in the Mantle - Detailed Lesson Plan
Instructional Objectives: Draw a model of the convection currents in the Earth's mantle. Describe how convection currents move Earth's lithospheric plates.
Contribution To Unit: I am opening this unit on volcanoes with a lesson about convection because it helps to illustrate that volcanoes are formed by processes that begin inside the earth.
Procedure: Students answer questions and review density. Teacher demonstrates convection current using a lava lamp. Students draw convection currents in Earth's mantle. Students share their drawings with the class. Students complete questions about convection currents to every day life as homework.
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Have students explain how convection currents in the mantle cause movement of the lithospheric plates. Homework assignment.
Lesson 2: Rock Cycle & Rock Classification - Detailed Lesson Plan
Instructional Objectives: Explain the Rock cycle and the different characteristics of Igneous, Sedimentary, and Metamorphic Rocks. Make observations of unknown rock samples and then classify these samples based on these observations.
Contribution To Unit: From mantle convection I chose to move on to the rock cycle because convection inside the Earth drives the rock cycle. The discussion of the different rock classification allows students to visualize what happens to lava or magma after it cools.
Procedure: Students read about the rock cycle in their textbooks. Teacher reviews the rock cycle by using an animation from the web. Students complete worksheet for rock cycle during the animation presentation. Students work in small groups to classify 12 unknown rock samples and share their results with entire class. Students complete a second worksheet about the three classes of rocks.
Resource Materials:
Maton, A, Hopkins, J, Johnson, S, & LaHart, D (1993). Dynamic Earth. New Jersey: Prentice-Hall, Inc.
Earth Science Binder of worksheets - Saddleback Publishing, Inc. 2006.
Evaluation: Students complete two worksheets; one on rock cycle and one on rock types. Students explain reasoning for how they classified their samples.
Lesson 3: Mineral Identification - Short Lesson Plan
Instructional Objectives: Define minerals and explain each of the physical properties that can be used to identify them; color, luster, hardness, streak, density, crystal shape, cleavage and fracture. Identify unknown minerals using physical properties.
Contribution To Unit: Once students learn the different classifications of rock, I will move on to minerals so that the students can learn what components make up rocks.
Procedure: Entire class discussion and notes on minerals and their physical properties. Students will perform an experiment which will test some of the physical properties of minerals and then the students will use this data to identify unknown mineral samples with the help of a Mineral Identification Key. Students will conclude the class by reviewing their results with the class and completing a worksheet.
Resource Materials:
Maton, A, Hopkins, J, Johnson, S, & LaHart, D (1993). Dynamic Earth. New Jersey: Prentice-Hall, Inc.
Earth Science Binder of worksheets - Saddleback Publishing, Inc. 2006.
Evaluation: Students identify unknown minerals. Students complete a data table and a worksheet on minerals and their physical properties.
Lesson 4: Igneous Rock Formation - Short Lesson Plan
Instructional Objectives: Define igneous rock, extrusive & intrusive igneous rock, and crystallization. Analyze the size of crystals that form from a solution under different cooling conditions.
Contribution to Unit: To learn why the minerals from previous days lesson look different inside various rock samples, we will move into a lesson which teaches about crystallization and the role temperatures play on rock properties.
Procedure: Introduce lesson by using book to define mineral, rock, and igneous rock in notebooks. Class discussion and notes on intrusive and extrusive igneous rocks, their textures, and crystallization. Observe samples of igneous rocks. View demonstration where magnesium sulfate is used to grow crystals quickly in a cold water bath and slowly by cooling down at room temperature. Students pair off to make their own rock candy.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Introduction questions and data table of observations.
Lesson 5: What is Volcanic Ash? - Short Lesson Plan
Instructional Objectives: Analyze the properties of a volcanic ash sample and its general composition. Develop a working definition for the word "ash." Observe two samples of rock formed by consolidated ash.
Contribution To Unit: Now that rocks have been covered we will move into ash, which is fragmented rock debris of a volcano.
Procedure: Examine pumice samples and scratch off fragments to examine. Experiment - Investigating the properties of volcanic ash. Review of experiments main ideas. Read "Mt. St. Helens Erupts."
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Lab performance and reflection questions.
Instructional Objectives: Investigate how volcanic ash erupts into and settles out of the air. Determine how the size of airborne materials affects where and how fast they settle. Draw conclusions about how weather conditions affect the direction and speed at which ash moves. Identify constructive and destructive effects of ash fall (land formation, human health, weather).
Contribution To Unit: After students have learned what ash is, they will move on to study its effects on the environment and human life.
Procedure: View video that illustrates ash fall. Class discussion on ash fall and how to investigate. Experiment - students design and investigate a lab which demonstrates ash fall. Students discuss results and the impacts on human lives. Complete a detailed lab report for a major grade.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Lesson 7: Introducing Volcanoes - Short Lesson Plan
Instructional Objectives: Brainstorm what students know and want to learn about volcanoes. Analyze causes and effects of volcanic eruptions and the ability of scientists to forecast volcanic activity. Classify the effects of volcanic eruptions as destructive or constructive.
Contribution To Unit: Now that students have learned the internal processes that build volcanoes and rocks and have learned about ash and its effects on humans and habitats, we move on to discussing the characteristics of volcanoes themselves.
Procedure: Make a KWL chart. Discuss what we already know about volcanoes and what we want to know about volcanoes. View two videos, one on destructive effects of volcanoes and one on constructive effects of volcanoes. Discuss what was seen in the two videos and what it all means to us.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
2 videos on constructive and destructive effects of volcanic eruptions.
Evaluation: Homework assignment - 1 paragraph describing destructive effects of volcanoes and 1 paragraph describing constructive effects of volcanoes.
Lesson 8: Viscosity & Volcano Types - Short Lesson Plan
Instructional Objectives: Explain the characteristics that differentiate between Composite, Shield, and Cinder Cone volcanoes. Identify and compare the viscosity of three liquids. Observe changes in viscosity when liquids are mixed with a solid or heated. Define viscosity and relate the viscosity of lava to the type of volcano formed.
Contribution To Unit: Following the introduction to volcanoes, we move into learning about the different types of volcanoes. Students will learn that each type of volcano forms differently based on how viscous its lava is. These varying viscosities also cause different kinds of eruptions.
Procedure: Read for "content" as a class Volcano Types (pages 229-231 in textbook). Perform Inquiry 20.1: Investigating Viscosity and Volcano Type from book (pg226-227) and share observations with the class. Collect data and answer reflection questions on page 227.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Students complete the lab activity (Inquiry 20.1) correctly and share observations. Students define viscosity and relate the viscosity of lava to the type of volcano formed by answering the questions in the reflection section of the book.
Lesson 9: Volcanoes Change the Landscape - Short Lesson Plan
Instructional Objectives: Model the movement of molten rock through fractures in the lithosphere, over Earth's surface, and under water. Devise working definitions for the words magma and lava. Identify landforms created by molten rock.
Contribution To Unit: Once an understanding of how different kinds of volcanoes form has been established, the students will move on to learn the different types of landforms that can be created from magma and lava.
Procedure: Quick review of previous lesson. Experiment 1 - Investigating magma and new landforms. Review the first experiment. Experiment 2 - Investigating lava and new landforms. Review the second experiment. Identify photographs of landforms created by molten rock.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Identify how the various landforms in the photographs shown were formed.
Instructional Objectives: Define hotspot and explain how the island chain of Hawaii was formed. Debunk Hawaiian myths by applying what we have learned about volcanoes in this unit. Write a Hawaiian myth using scientific facts they have learned about volcanoes.
Contribution To Unit: To wrap up what we have learned about volcanoes, we will discuss the Hawaiian volcanoes. By discussing a feature that the students are familiar with, I hope to develop a connection between what we have been learning about volcanoes and the outside world.
Procedure: Class discussion and notes about hot spots and how the Hawaiian island chain was formed. Read and "debunk" the myth of Pele. Write own Hawaiian myth. Complete the what we learned portion of the KWL chart.
Lesson 11: Evaluation Lesson - Detailed Lesson Plan
Instructional Objectives: Apply all of this units main concepts to devise an evacuation plan for an island with an active volcano that is about to erupt. Plan demonstrates an understanding of unit's central concepts.
Contribution To Unit: Ties together everything that the students have learned in the Volcano Unit.
Procedure: Day 1 - Review the assessment and discuss the rubric. Brainstorm. Use the computer lab to do research for an evacuation plan. Day 2 - Start putting together data from research day and begin writing plans. Homework - finish writing the evacuation plan to hand in at the start of next class.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company
Evaluation: End of Unit Assessment. Applying all that was learned in this unit, create an evacuation plan for an island that contains an active volcano that is about to erupt.
Lesson 1: Convection in the Mantle - Detailed Lesson Plan
Instructional Objectives: Draw a model of the convection currents in the Earth's mantle. Describe how convection currents move Earth's lithospheric plates.
Contribution To Unit: I am opening this unit on volcanoes with a lesson about convection because it helps to illustrate that volcanoes are formed by processes that begin inside the earth.
Procedure: Students answer questions and review density. Teacher demonstrates convection current using a lava lamp. Students draw convection currents in Earth's mantle. Students share their drawings with the class. Students complete questions about convection currents to every day life as homework.
Resource Materials:
http://astroventure.arc.nasa.gov/teachers/pdf/AV-Geolesson-4.pdf
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Have students explain how convection currents in the mantle cause movement of the lithospheric plates. Homework assignment.
Convection in the Mantle
Lesson 2: Rock Cycle & Rock Classification - Detailed Lesson Plan
Instructional Objectives: Explain the Rock cycle and the different characteristics of Igneous, Sedimentary, and Metamorphic Rocks. Make observations of unknown rock samples and then classify these samples based on these observations.
Contribution To Unit: From mantle convection I chose to move on to the rock cycle because convection inside the Earth drives the rock cycle. The discussion of the different rock classification allows students to visualize what happens to lava or magma after it cools.
Procedure: Students read about the rock cycle in their textbooks. Teacher reviews the rock cycle by using an animation from the web. Students complete worksheet for rock cycle during the animation presentation. Students work in small groups to classify 12 unknown rock samples and share their results with entire class. Students complete a second worksheet about the three classes of rocks.
Resource Materials:
Maton, A, Hopkins, J, Johnson, S, & LaHart, D (1993). Dynamic Earth. New Jersey: Prentice-Hall, Inc.
Earth Science Binder of worksheets - Saddleback Publishing, Inc. 2006.
Evaluation: Students complete two worksheets; one on rock cycle and one on rock types. Students explain reasoning for how they classified their samples.
Rock Cycle & Rock Classification
Lesson 3: Mineral Identification - Short Lesson Plan
Instructional Objectives: Define minerals and explain each of the physical properties that can be used to identify them; color, luster, hardness, streak, density, crystal shape, cleavage and fracture. Identify unknown minerals using physical properties.
Contribution To Unit: Once students learn the different classifications of rock, I will move on to minerals so that the students can learn what components make up rocks.
Procedure: Entire class discussion and notes on minerals and their physical properties. Students will perform an experiment which will test some of the physical properties of minerals and then the students will use this data to identify unknown mineral samples with the help of a Mineral Identification Key. Students will conclude the class by reviewing their results with the class and completing a worksheet.
Resource Materials:
Maton, A, Hopkins, J, Johnson, S, & LaHart, D (1993). Dynamic Earth. New Jersey: Prentice-Hall, Inc.
Earth Science Binder of worksheets - Saddleback Publishing, Inc. 2006.
Evaluation: Students identify unknown minerals. Students complete a data table and a worksheet on minerals and their physical properties.
Mineral Identification
Lesson 4: Igneous Rock Formation - Short Lesson Plan
Instructional Objectives: Define igneous rock, extrusive & intrusive igneous rock, and crystallization. Analyze the size of crystals that form from a solution under different cooling conditions.
Contribution to Unit: To learn why the minerals from previous days lesson look different inside various rock samples, we will move into a lesson which teaches about crystallization and the role temperatures play on rock properties.
Procedure: Introduce lesson by using book to define mineral, rock, and igneous rock in notebooks. Class discussion and notes on intrusive and extrusive igneous rocks, their textures, and crystallization. Observe samples of igneous rocks. View demonstration where magnesium sulfate is used to grow crystals quickly in a cold water bath and slowly by cooling down at room temperature. Students pair off to make their own rock candy.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Introduction questions and data table of observations.
Igneous Rock Formation
Lesson 5: What is Volcanic Ash? - Short Lesson Plan
Instructional Objectives: Analyze the properties of a volcanic ash sample and its general composition. Develop a working definition for the word "ash." Observe two samples of rock formed by consolidated ash.
Contribution To Unit: Now that rocks have been covered we will move into ash, which is fragmented rock debris of a volcano.
Procedure: Examine pumice samples and scratch off fragments to examine. Experiment - Investigating the properties of volcanic ash. Review of experiments main ideas. Read "Mt. St. Helens Erupts."
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Lab performance and reflection questions.
What is Volcanic Ash
Lesson 6: Effects of Ash Fall - Short Lesson Plan
Instructional Objectives: Investigate how volcanic ash erupts into and settles out of the air. Determine how the size of airborne materials affects where and how fast they settle. Draw conclusions about how weather conditions affect the direction and speed at which ash moves. Identify constructive and destructive effects of ash fall (land formation, human health, weather).
Contribution To Unit: After students have learned what ash is, they will move on to study its effects on the environment and human life.
Procedure: View video that illustrates ash fall. Class discussion on ash fall and how to investigate. Experiment - students design and investigate a lab which demonstrates ash fall. Students discuss results and the impacts on human lives. Complete a detailed lab report for a major grade.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
**//Volcanic Ash Video//**
Evaluation: Complete lab report to be turned in.
Effects of Ash Fall
Lesson 7: Introducing Volcanoes - Short Lesson Plan
Instructional Objectives: Brainstorm what students know and want to learn about volcanoes. Analyze causes and effects of volcanic eruptions and the ability of scientists to forecast volcanic activity. Classify the effects of volcanic eruptions as destructive or constructive.
Contribution To Unit: Now that students have learned the internal processes that build volcanoes and rocks and have learned about ash and its effects on humans and habitats, we move on to discussing the characteristics of volcanoes themselves.
Procedure: Make a KWL chart. Discuss what we already know about volcanoes and what we want to know about volcanoes. View two videos, one on destructive effects of volcanoes and one on constructive effects of volcanoes. Discuss what was seen in the two videos and what it all means to us.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
2 videos on constructive and destructive effects of volcanic eruptions.
Evaluation: Homework assignment - 1 paragraph describing destructive effects of volcanoes and 1 paragraph describing constructive effects of volcanoes.
Introducing Volcanoes
Lesson 8: Viscosity & Volcano Types - Short Lesson Plan
Instructional Objectives: Explain the characteristics that differentiate between Composite, Shield, and Cinder Cone volcanoes. Identify and compare the viscosity of three liquids. Observe changes in viscosity when liquids are mixed with a solid or heated. Define viscosity and relate the viscosity of lava to the type of volcano formed.
Contribution To Unit: Following the introduction to volcanoes, we move into learning about the different types of volcanoes. Students will learn that each type of volcano forms differently based on how viscous its lava is. These varying viscosities also cause different kinds of eruptions.
Procedure: Read for "content" as a class Volcano Types (pages 229-231 in textbook). Perform Inquiry 20.1: Investigating Viscosity and Volcano Type from book (pg226-227) and share observations with the class. Collect data and answer reflection questions on page 227.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Students complete the lab activity (Inquiry 20.1) correctly and share observations. Students define viscosity and relate the viscosity of lava to the type of volcano formed by answering the questions in the reflection section of the book.
Viscosity & Volcano Types
Lesson 9: Volcanoes Change the Landscape - Short Lesson Plan
Instructional Objectives: Model the movement of molten rock through fractures in the lithosphere, over Earth's surface, and under water. Devise working definitions for the words magma and lava. Identify landforms created by molten rock.
Contribution To Unit: Once an understanding of how different kinds of volcanoes form has been established, the students will move on to learn the different types of landforms that can be created from magma and lava.
Procedure: Quick review of previous lesson. Experiment 1 - Investigating magma and new landforms. Review the first experiment. Experiment 2 - Investigating lava and new landforms. Review the second experiment. Identify photographs of landforms created by molten rock.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Evaluation: Identify how the various landforms in the photographs shown were formed.
Volcanoes change the landscape
Lesson 10: Hawaiian Volcanoes - Short Lesson Plan
Instructional Objectives: Define hotspot and explain how the island chain of Hawaii was formed. Debunk Hawaiian myths by applying what we have learned about volcanoes in this unit. Write a Hawaiian myth using scientific facts they have learned about volcanoes.
Contribution To Unit: To wrap up what we have learned about volcanoes, we will discuss the Hawaiian volcanoes. By discussing a feature that the students are familiar with, I hope to develop a connection between what we have been learning about volcanoes and the outside world.
Procedure: Class discussion and notes about hot spots and how the Hawaiian island chain was formed. Read and "debunk" the myth of Pele. Write own Hawaiian myth. Complete the what we learned portion of the KWL chart.
Resource Materials:
Myth of Pele
Evaluation: Hawaiian myth with scientific facts used as a foundation for the story.
Hawaiian Volcanoes
Lesson 11: Evaluation Lesson - Detailed Lesson Plan
Instructional Objectives: Apply all of this units main concepts to devise an evacuation plan for an island with an active volcano that is about to erupt. Plan demonstrates an understanding of unit's central concepts.
Contribution To Unit: Ties together everything that the students have learned in the Volcano Unit.
Procedure: Day 1 - Review the assessment and discuss the rubric. Brainstorm. Use the computer lab to do research for an evacuation plan. Day 2 - Start putting together data from research day and begin writing plans. Homework - finish writing the evacuation plan to hand in at the start of next class.
Resource Materials:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company
Evaluation: End of Unit Assessment. Applying all that was learned in this unit, create an evacuation plan for an island that contains an active volcano that is about to erupt.
Assessment Lesson
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